Navigating the Shift: Exploring Blended Learning in Chemistry Education
- Chemistry
- Safety and Health in Kindergarten
- Hygiene and Home Economics
- Natural Sciences
Blended learning was introduced to improve accessibility, self-learning, and convenience in teaching subjects like chemistry. This case study explores the transformation from traditional in-person teaching to a virtual classroom, addressing the challenges and benefits of this approach.
Context
Before the pandemic, Gaja used traditional methods, delivering classes in person with printed materials. This presented challenges for learners who faced obstacles like distance, time constraints, or family commitments. The transition to blended learning aimed to address these challenges by offering virtual options and promoting self-learning.
People Involved
Gaja’s students come from diverse backgrounds, including working adults and job-seekers looking to enhance their skills. Students faced challenges such as geographic distance, family responsibilities, and the need for flexible learning. The transformation helped by offering self-learning opportunities, reducing the need for in-person attendance, and enabling communication with the instructor via virtual platforms.
Before the transformation
Before the transformation, classes were held in person at UPI – Ljudska univerza Žalec. Learners received printed materials and had to wait for courses to start, which could be inconvenient for those unable to attend. Gaja addressed the challenge of learner diversity and sought to make classes more suitable for self-learning. She aimed to offer opportunities for remote learning, addressing obstacles like time constraints and geographical distance.
The transformation
UPI – Ljudska univerza Žalec aimed to enhance programs with blended learning before the pandemic. Gaja transitioned to using MS Teams and LMS Moodle, offering virtual classroom options for her students. Adjustments were necessary, including digitizing learning materials and adapting to virtual teaching.
Virtual classrooms were introduced on MS Teams, providing learners with more flexibility. However, this approach led to reduced student participation in discussions and made it challenging to adjust classes to individual needs. The transition helped late joiners and students unable to attend in person, but Gaja still preferred live classes for some topics.
Activities implemented included teacher’s presentations, hands-on projects, conversations, and student-led self-learning. Gaja filmed Zoom presentations, created virtual classrooms, encouraged questions on MS Teams, and provided detailed information for self-study.
After the transformation
Gaja found that many learners effectively utilized the virtual classroom for self-study, demonstrating the effectiveness of electronic learning materials. Some students working online performed as well as those attending in-person classes. Students improved their digital literacy, and the blended approach allowed for more flexible learning.
However, some learners still preferred live classes, and community dialog and Q&A building remained a challenge. Technical issues with internet connections and file formats also affected the transformation.
Normal 0 false false false EN-GB X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:8.0pt; mso-para-margin-left:0in; line-height:107%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi; mso-ansi-language:EN-GB;} Technologies Employed
Gaja utilized MS Teams and LMS Moodle for virtual classrooms, YouTube for showing experiment videos, Google as a search engine, and Word for creating text documents. She also emphasized the need for better coordination and file formats for more seamless virtual learning.
Reflections
Challenges Faced
A notable portion of learners expressed a preference for traditional in-person classes over the virtual classroom environment.
The anticipated community dialogue and the creation of a Q&A platform did not materialize as learners either hesitated to participate or did not have pressing questions.
Technical challenges emerged with the video content, which required repairs and, in some cases, complete re-creation due to internet-related issues. Nevertheless, these videos, despite minor deficiencies, remain usable.
Many learners are now capable of navigating the virtual classroom and engaging in self-study effectively. The electronic learning materials have been meticulously crafted to empower self-guided learning and exam preparation. Additionally, a comprehensive list of videos, comments, and related resources has been integrated into the virtual classroom.
Those who participated in online learning comprehended the tasks, and their homework exhibited quality on par with in-class attendees. Furthermore, all learners have gained proficiency in logging into the application, running video content, and accessing tests.
What went well?
Was it worth it?
The experience has shed light on the need for greater exploration of alternative teaching methods. Recognizing that many learners lack a solid foundation in chemistry and are unfamiliar with specialized terminology, a more gradual and traditional teaching approach is essential to ensure comprehension. Time constraints and the program's dense curriculum necessitate careful repetition of concepts to facilitate understanding. Although a flipped classroom technique was attempted once, it did not yield the expected results, primarily because learners failed to access the provided handbook. The challenge now is to find ways to infuse the subject with engagement, motivating learners to invest effort before the course. While acknowledging that the videos are not of professional quality, they suffice for the intended purpose. An experimental environment is required to test new methodologies and technologies safely. The virtual classroom, despite initial time investment, has emerged as a time-saving tool. A clearer understanding of its potential has made ongoing maintenance and enhancements more efficient. It represents a crucial stepping stone towards more effective self-guided learning.